IEP 5 Goals
DENVER PUBLIC SCHOOLS
Department of Student Services
Office of Special Education
Goals Bank for the Computerized IEP, Version 5.0
January, 2002
Table of Contents
Reading 2
Math 3
Numbers 3
Addition and Subtraction 3
Multiplication and Division 4
Measurement 4
Written Language 5
Motor Skills 7
General Motor 7
Written Language - Motor 8
Self-Advocacy 10
Social /Emotional 11
Speech language 13
Transition Skills 15
Reading
100. Recall details from reading a selection.
101. Recall known information related to reading selection.
102. Read direction words used in instruction.
103. React to a selection through conversation and discussion.
104. Differentiate fact from fantasy.
105. Match his/her name to sample.
106. Recall details.
107. Identify sequence of events or ideas in a reading selection.
108. Sequence details.
109. Indicate an interest in being read to.
110. Identify symbols used in daily environment.
111. Read words with consonant blends.
112. Read consonant – vowel - consonant words.
113. Match colors to sample.
114. Read sight word vocabulary presented in basal reading program.
115. Recognize his/her name in writing.
116. Identify his/her name among others.
117. Read signs used in daily environment.
118. Associate consonant sound with letter (record learned consonants if appropriate).
119. Form complete sentences from adding words or symbols.
120. Explain meaning of labels/symbols that caution against specific dangers.
121. Read words with vowel dipthongs.
122. Identify unknown word meanings using picture clues.
123. Read sight word vocabulary applicable to: abbreviations, calendar, life skills, direction etc.
124. Follow written directions.
125. Read sight word vocabulary in content area.
126. Define and use core vocabulary in content area.
127. Identify the main idea in a reading selection.
128. Identify multiple meanings of words spelled alike.
129. Use context to derive meaning of words.
130. State main idea.
131. Predict outcomes for a reading selection.
132. Follow written directions on reading level.
133. Determine cause/effect in a reading selection.
134. Distinguish between soft and hard c and g sounds: e.g., cigar, engine, cat.
135. Identify silent letters: e.g. knife, gnaw, lamb.
136. Identify root words.
137. Identify abbreviations.
138. Describe the qualities, motives, emotions expressed by the characters.
139. Read passages from assigned reading material.
140. Read with fluency, attention to punctuation, expression, cadence, stress.
141. Adjust the rate of reading to the purpose and difficulty of the material.
142. Use library/media center to obtain reading material.
143. Select reading materials appropriate to his/her independent level.
144. Interpret information from a variety of forms including magazines, newspapers, and manuals.
145. Understand and use idioms.
Math
Numbers
200. Tell age, address and telephone number
201. Use manipulatives to count and compare quantities of 0-10 (many, some, few, none, equal, greater than)
202. Identify, name, sequence, and write numerals 0-20
203. Count by ones in sequence to 100
204. Read numerals from 0-100
205. Write age, address and telephone number
206. Read and write large numbers in expanded notation
207. Identify, name, sequence, write and verbal representations of whole numbers 0-10 using number lines
208. Identify and count by odd and even numbers
209. Relate a quantity of physical materials grouped by tens and ones
210. Demonstrate that the greater number is on top or comes first
211. Identify and write number as prime or composite
212. Identify, name, sequence, write and verbal representations of whole numbers 0-billions
213. Locate position of negative numbers on a number line
214. Supply a missing number or symbol to solve equality and inequality number sentences, with or without regrouping
215. Use symbols ,= to compare and order whole numbers through the thousands and solve number sentences
216. Solves problems involving multiples of 10
217. Use zero as a place holder
218. Estimate answer to a given problem prior to solving the problem
Addition and Subtraction
219. Work basic addition and subtraction operations
220. Write number sentences to match story problems
221. Construct and solve addition equations based upon teacher dictated story problems
222. Solve word problems by separating out pertinent facts from given information
223. Write addition problem to show multiplication is repeated addition
224. Demonstrate mastery of 100 basic addition facts
225. Add numbers with regrouping using vertical and horizontal modes
226. Add 2 digit numbers without regrouping --vertically and horizontally
227. Solve addition and subtraction problems containing 4-digit numerals with regrouping in the 1’s, 10’s, and 100’s.
228. Add a positive and negative number
229. Use a variety of methods and strategies to estimate, solve and check addition of multi-digit with regrouping
230. Use a variety of methods and strategies to estimate, solve and check addition of multi-digit without regrouping
231. Use a variety of methods and strategies to estimate, solve and check subtraction of multi-digit with and without regrouping
232. Solve addition problems involving 3 addends of 4 digits each with regrouping in the tens, hundreds and thousands
233. Read and write addition facts whose sums do not exceed 10 --horizontally and vertically
234. Subtract numbers with regrouping using vertical and horizontal modes
235. Construct and solve subtraction equations based upon teacher dictated story problems
236. Subtract 2 and 3 digit subtrahends from 3 digit minuends with and without regrouping
237. Use order of operations and number properties to evaluate numeric expressions pertaining to all 4 operations
238. Use order of operations and number properties to solve equations pertaining to all 4 operations
Multiplication and Division
239. Work basic multiplication and division operations
240. Give orally or in writing the 100 multiplication facts
241. Solve multiplication problems containing 2 digit multipliers and multiplicands with regrouping
242. Multiply a 3 digit numeral by a 1 digit numeral with regrouping
243. Solve even division problems containing three digit dividends with divisors of the numerals 2,3,4, and 5
244. Read, write and solve equations with parenthesis
Measurement
245. Identify and shade regions representing whole, half, and quarter of a shape or set
246. Count money containing mixed coins and bills. Record the amount using $ sign and decimal point
247. Differentiate among measures of tablespoon, teaspoon, and half teaspoon
Written Language
300. Draw a series of pictures to describe an object, event, or process.
301. Form lower case and upper case manuscript letters with model.
302. Form lower case and upper case manuscript letters without model.
303. Form lower case and upper case cursive letters with model.
304. Form lower case and upper case cursive letters without model.
305. Write legibly at ability level, paying attention to shape, size, slant, and strokes, spacing and speed of letters.
306. Capitalize beginning of sentences, names, pronoun “I”, titles, initials, days of week, months and holidays.
307. Capitalize proper names, first word in each line of a poem, and first word of a quotation.
308. Use end punctuation marks: period, question mark, exclamation point.
309. Use period after initials and abbreviations.
310. Write full legal name, telephone number, address, date and place of birth.
311. Use a coma between date and year, between city and state, and after introductory words such as yes, no, well, uses a coma to separate words in a series, when setting off phrases and appositives, and in a salutation.
312. Use an apostrophe to form contractions and to form possessive nouns.
313. Use quotation marks, colon, semi-colon, hyphen and underlines as appropriate.
314. Identify and use nouns, including irregular plurals.
315. Identify and use verbs, including action verbs and auxiliary verbs.
316. Identify and use pronouns.
317. Identify and use adjectives.
318. Identify and use adverbs.
319. Identify and use prepositions, conjunctions and interjections.
320. Apply verb tense for regular verbs.
321. Apply verb tense for irregular verbs.
322. Identify subject and predicate in sentence and write sentences with noun-verb and subject-predicate agreement.
323. Use verb tense by making changes to indicate past, present, and future.
324. Use grammatically correct form of negatives and possessives.
325. Draw sequential picture and sentence for each picture to compose a language picture story.
326. Copy story which was dictated to teacher.
327. Write words, phrases and sentences from dictation.
328. Write complete sentence with correct punctuation, capitalization and spacing.
329. Write compound and complex sentences and transform declarative sentence to interrogative, passive or negative.
330. Write three or more sentences about one topic.
331. Write a paragraph with topic sentence, supportive details and closing, use indentation and margins.
332. Write a paragraph to present factual information, to sequence, to compare or contrast or to answer essay question,
333. Write journal entries, poetry, outlines, book reports, and friendly or business letters with envelopes, take notes, use the writing process, .
334. Use dictionary or computer spell checkers to check unknown spelling.
335. Write messages, shopping lists, directions, complete forms, write/update resume.
336. Spell words from selected lists.
337. Spell base words and word parts using phonetic regularities, prefixes and suffixes.
338. Apply selected spelling rules: change y to I with some suffixes, I before e except after c… etc.
339. Develop keyboarding skills.
340. Engage a voice synthesizer and use a voice synthesizer for proof reading.
341. Demonstrate the use of parts of a Braille writer.
342. Use the appropriate keys/fingers to write the alphabet, numbers and punctuation using Braille writer.
343. Depress with Braille eraser incorrect dots of embossed Braille.
344. Backspace/position embossing head over the erased character, form new character and relocate original position.
345. Write words and sentences using Braille writer.
346. Identify situations when the use of a slate and stylus is appropriate.
347. Demonstrate Braille word, sentence, number begin at right and move left.
348. Effectively use an interpreter with signing skills.
Motor Skills
General Motor
400. Bring hands or object to mouth/midline and/or bring hands together
401. Use an accurate/ purposeful reach for an object
402. Voluntarily pick up and release an object
403. Pick up a small/medium object using a raking/palmer grasp
404. Pick up a small/medium object using a 3 jaw chuck
405. Pick up a small/medium object using a pincher grip
406. Pick up a small/medium object using a superior pincher grip
407. Explore an object using two hands
408. Transfer an object from hand to hand
409. Pick up the second object while holding onto the first
410. Establish preference for right or left-handedness
411. Stabilize object with non-dominant hand while engaging in an activity
412. Remove objects from and place them into a container
413. Stack objects (such as blocks or stacking rings)
414. Turn pages of a cardboard/paper book one at a time
415. Successfully use a cause effect toy by hitting a switch
416. Successfully use a cause effect toy by pushing a button
417. Successfully use a cause effect toy by flipping a switch
418. Successfully use a cause effect toy by turning a knob
419. Successfully shake a toy
420. Successfully use a push-pull toy
421. Successfully use a hammer toy
422. Successfully use a squeeze toy
423. Successfully use pop beads
424. Successfully use a peg board
425. Successfully use a hand crank
426. Successfully put shapes into a shape board
427. Successfully string beads
428. Successfully use clothes pins
429. Successfully twist off a lid
430. Successfully use a lacing board
431. Successfully use a wind up toy
432. Open/close a box (such as a crayon box, lunch box, toy container)
433. Wrap/ unwrap an object
434. Inserts paper into folder
435. Use clay or dough and mold into specific shapes
436. Use clay or dough to make a long strand by rolling it between thumb and fingertips
437. Use clay or dough to make a ball by rolling it between thumb and finger tips
438. Put a puzzle together with __ pieces __ inches big
439. Cup hands to hold (small objects, material such as sand, liquid)
440. Translate objects from the palm of hand to the tips of fingers
441. Pick up small objects individually and hold them in the palm of the same hand
442. Use squeeze/scissor tongs to pick up and release small objects
443. Use paste/glue
444. “Flick” index and middle fingers against the thumb
445. Consistently use ring and pinkie finger as stabilizers and thumb, index and middle finger as manipulators
446. Snap
447. Fold paper with matching edges
448. Manipulate objects in one hand without having to use the table, body or the other hand (e.g.: forming a ball from a piece of paper)
449. Use paper clips
450. Use a manual pencil sharpener
451. Show numbers 1-5 on each hand
452. Successfully manipulate hand for sign language
453. Use stapler
454. Stack and collate paper together
455. Use squeeze/loop scissors
456. Use __ inch blade scissors
457. Use “Benbow” scissors
458. Use easy-grip scissors
459. Use Friskers
460. Use regular classroom scissors
461. Hold scissors correctly
462. Snip paper
463. Cut on a straight/curved line___inches wide
464. Hold and turn paper appropriate for cutting
465. Cut out (simple/complex) shapes, with various curves and angles
466. Cut paper opening and closing the scissor blades only ½ way
Written Language - Motor
500. Make strokes on paper with paint brush/ marker/ crayon
501. Scribble spontaneously
502. Stay on paper when coloring/scribbling/painting
503. Consistently use a _______ grasp on writing utensils when completing written work
504. Maintain functional posture for writing
505. Move from left to right and top to bottom of paper
506. Trace a line/ draw a line through a maze/ draw a straight line from dot to dot
507. Color within in the lines of a simple/ complex shape (lines are ____ inches thick) – remains within ____inches of the line
508. Use wrist movement to change direction of strokes when coloring (does not turn paper)
509. Copy a vertical/horizontal/diagonal line
510. Copy simple shapes legibly with appropriate lines and angles
511. Draw circles counter clockwise
512. Erase pencil marks without damaging paper
513. Draw pictures of people, places or things with ___ number of different parts
514. Write first name legibly without model
515. Write first name legibly with model
516. Write last name legibly without model
517. Write last name legibly with model
518. Write capital letters legibly without model
519. Write capital letters legibly with model
520. Write lower case letters legibly without model
521. Write lower case letters legibly with model
522. Write numbers legibly without model
523. Write numbers legibly with model
524. Write sentences legibly without model
525. Write sentences legibly with model
526. Write paragraphs legibly without model
527. Write paragraphs legibly with model
528. When copying shapes, pictures, etc. use appropriate proportions, spacing, amount of space on paper, centers appropriately
529. Orient letters appropriately to lines on the paper/ uses correct sizing when writing (reduces letters to appropriate size of ½”, ¼” or 3/8” in proportion to lines and space)
530. Appropriately space letters/words/margins
531. Form letters/numbers correctly
532. Verbalize proper formation of letters/numbers
533. Can identify shapes/letters/numbers by sight and by feel (when given a tactile cue)
534. Write with appropriate pressure on paper and tension in hand
535. Movement while writing comes from small muscles of the hand and fingers rather than wrist and shoulders
536. Wrist remains in neutral position while writing
537. Tilt paper appropriately
538. Write/copy with functional speed
539. Copy from a far point such as a board or a near point such a book
540. Write with appropriate letter formation
541. Link letters appropriately when writing
542. Maintain appropriate orientation to line when writing
543. Maintain appropriate letter size when writing
544. Maintain appropriate spacing when writing
545. Maintain appropriate letter shape and slant when writing
546. Proofread for errors in writing
547. Match cursive letters in manuscript / can copy a manuscript model into cursive and vice versa
Self-Advocacy
600. Explain the kind of help needed
601. Share work and accept help from an adult
602. Describe personal strengths (at this age, the child is still likely to inflate achievements)
603. Identify a strategy for approaching a learning task (self-monitoring skills will not be in place at this time).
604. Demonstrate understanding of what learning disability is and communicate to others what he/she needs to learn successfully.
605. Identify one or two learning strategies.
606. Evaluate effectiveness of learning strategies and make modifications as needed.
607. Identify one or two environmental needs (I need to sit in the front of the class, I need a quiet place to work)
608. Identify one or two curriculum modifications (I need to have more time to complete work, I need to have directions written on the board)
609. Learn how and when to ask for help in the classroom.
610. Learn the appropriate skills for negotiating a curriculum modification and will practice these skills in a structured setting.
611. Participate in school meetings (parent/teacher conference or annual review) and advocate for self with the support of parent and teachers.
612. Demonstrate understanding of the goals on the IEP.
613. Participate in goal setting conferences and help to set own goals.
614. Demonstrate understanding of what a learning disability (or other handicapping condition if appropriate) is and able to communicate to others how he/she learns best.
615. Evaluate the effectiveness of learning strategies and make modifications as needed.
616. Identify specific curriculum modifications that are in the IEP and why they are needed (My listening skills are not as strong, so I will need a note taker)
617. Identify specific environmental modifications and to tell why they are needed.
618. Communicate academic strategies or compensation skills that work best for him/her.
619. Demonstrate appropriate skills in knowing when or how to ask for help.
620. Demonstrate appropriate skills in asking for a curriculum modification and will negotiate the modification with some adult cuing.
621. Share with the classroom teacher that the IEP is a legal document and what kinds of information can be found on the IEP.
622. Co-lead annual review and help develop IEP goals.
623. Demonstrate knowledge of strengths, weaknesses, personal learning style and their applications in daily school, community life and career options.
624. Evaluate the effectiveness of learning strategies and make appropriate modifications
625. Communicate academic strategies or compensation skills that work best for him/her.
626. Demonstrate appropriate skills in asking for help at appropriate times.
627. Demonstrate appropriate skills in asking for modification independently.
628. Participate in development of a post secondary plan.
629. Demonstrate understanding of Rehabilitation Act 504
630. Demonstrate knowledge of community resources.
631. Lead annual review meetings to help develop goals.
632. Make decisions between two alternatives.
Social /Emotional
700. Reduce self-destructive behavior.
701. State causes of anger, stress or frustration.
702. Respond to accidental contact without aggression.
703. Follow class routine.
704. Transition from one activity to another.
705. Enter classroom, and take seat without disturbance.
706. Demonstrate self-control while waiting for assistance or attention.
707. Remain in designated location.
708. Refrain from making extraneous noises.
709. Wait for his/her turn.
710. Raise hand to get teacher’s attention.
711. Reduce school avoidance behaviors.
712. Be punctual to class.
713. Reduce the number of requests to leave the classroom.
714. Demonstrate self-control in interpersonal situations.
715. Maintain socially acceptable distance from others.
716. Touch belongings of others only with their permission.
717. Anticipate loss of control and ask for intervention.
718. Walk away from situations causing anger, stress, or frustration.
719. Request/accept feedback from others to clarify perceptions.
720. Review problem incidence and examine options.
721. Develop objectives necessary to obtain personal goals.
722. Use coping strategies when confronted with threatening situations.
723. Remove him/herself from anxiety or fright provoking situations.
724. Engaged in stress management activities.
725. Identify his/her own feelings.
726. Express his/her own feelings.
727. Accept adult intervention.
728. Request adult intervention.
729. Demonstrate conflict management skills.
730. Identify preventative measures to avoid conflicts.
731. Develop and use self monitoring techniques.
732. Respect property of others.
733. Accept responsibility for own actions.
734. Demonstrate coping skills.
735. Ask for help when necessary.
736. Change tasks without resistance.
737. Exhibit good sportsmanship.
738. Identify his/her strengths and weaknesses.
739. Gain the attention of others appropriately.
740. Supply personal information.
741. Take turns in conversation appropriately.
742. Use social greetings, introductions, and salutations appropriately.
743. Make appropriate apologies and explanations of behavior.
744. Demonstrate appropriate risk taking behaviors.
745. Improve ability to work in a group.
746. Use time management techniques.
747. Follow directions.
748. Demonstrate time on task behaviors.
749. Make/answer a telephone call using appropriate manners of language.
750. Solve problems in daily activities and state the solution and rationale.
Speech language
800. Arrange picture sequence cards and tell the story
801. Tell a story sequencing at least three events using pictures or other visual stimuli
802. Use a designated word in a sentence when describing pictures or objects
803. Identify his/ her dysfluency
804. Practice relaxation techniques introduced by instructor
805. Answer “yes/no” questions
806. Use relaxation techniques when reminded by the instructor
807. Answer questions concerning comparison of pictures or objects that differ in only one aspect
808. Use subject pronouns-I, he, she, it, we, they, and you
809. Use object pronouns—me, him, her, it, us, and them
810. Use verbs in conversational speech
811. Use blow toys such as whistles or party blow-outs
812. Repeat stuttered words with easy onset of phonation
813. Point to a picture after hearing a sentence which includes a comparative/superlative
814. Produce ‘sound’ in initial position of words when cued
815. Answer “who” questions by pointing to pictures or objects
816. Identify associated of struggle behaviors associated with dysfluencies
817. Answer questions about objects or pictures which include comparatives or superlatives
818. Use easy onset of vocalization
819. Produce ‘sound’ in final position when cued
820. Use relaxation techniques to deal with emotional or stressful situations in therapy
821. Produce ‘sound’ in the medial position of words when cued
822. Produce the correct pronoun in sentences
823. Use specific verbs in sentences
824. Give directions on how to do something or go somewhere in proper sequence
825. Maintain fluency by reducing tension in the articulators during therapy
826. Use relaxation techniques without being reminded by the instructor
827. List two or more adjectives that describe a person, object, or picture
828. Modify dysfluencies/struggle behavior appropriately
829. Speak fluently for one minute
830. Produce ‘sound’ in blends when cued
831. Describe an effect from a specified action
832. Listen to a story and answer questions about the sequence of events
833. Give at least two definitions of a multiple meaning word
834. Combine two sentences into a longer sentence by adding a conjunction
835. Eliminate dysfluencies and struggle behavior in conversation with peers
836. Predict at least two results from a specified action
837. Make comparisons among objects or pictures that differ in only one aspect by using comparatives and superlatives
838. Use reduce rate, breathiness, low volume and monotone in speech
839. Produce ‘sound’ in sentences when cued
840. Clearly organize and effectively present ideas orally
841. Keep a diary of type and situation of dysfluency
842. Answer “why” questions
843. Eliminate dysfluencies and struggle behavior in conversation with strangers
844. Eliminate dysfluencies and struggle behavior in conversation with authority figures
845. Speak fluently for five minutes
846. Eliminate dysfluencies and struggle behavior in conversation on the telephone
847. Speak fluently for a therapy session
848. Produce at least two sentences using different meanings of a multiple meaning word
849. Produce another sentence by using synonyms to give the same meaning
850. Eliminate dysfluencies and struggle behavior in conversation with the clinician
Transition Skills
900. Use an organizational calendar and checklist of materials
901. Access supports necessary to become successful in academic classes
902. Develop organizational skills useful in post-secondary training
903. Demonstrate the ability to use keyboarding skills and computer programs
904. Increase functional academics in math, reading, written language and/or oral
905. Demonstrate the characteristics of an effective worker
906. Contact guidance counselor to determine most appropriate high school classes to take to reach long-term goal
907. Work with counselor/instructor to determine needed credits
908. Develop an assignment book
909. Demonstrate basic computer operations
910. Organize notebook around subject matter
911. Increase survival reading
912. Become computer literate
913. Demonstrate the ability to work effectively and efficiently
914. Develop functional math skills necessary in a post-secondary setting
915. Take a computer or keyboarding class
916. Develop and ask __ questions about each assignment
917. Use a modification check sheet in all classes
918. Develop organizational skills
919. Organize and effectively present ideas and information in writing
920. Determine what modifications may be needed to take SAT/ACT
921. Use feedback to monitor and improve performance
922. Demonstrate the ability to receive and relay information clearly and effectively
923. Take SAT/ACT exam
924. Contact college counselor to determine post-secondary educational options
925. Identify post-secondary options
926. Demonstrate the ability to work with a variety of technologies and equipment
927. Review three post-secondary catalogs
928. Contact/visit colleges and vocational schools of choice
929. Investigate community colleges, trade and vocational school options
930. Clearly organize and effectively present ideas orally
931. Organize and effectively present ideas and information in writing
932. Develop banking skills (checkbooks, debit cards, ATM, etc.)
933. Develop study skills useful in post-secondary training
934. Demonstrate ability to maintain checkbook, savings and debit card accounts and budgeting skills
935. Shadow vocational program of choice
936. Apply appropriate time to tasks
937. Complete a job application
938. Access public transportation and route information
939. Develop a monthly budget for post-secondary living situations (Rent, Tuition, Entertainment, Clothes, Transportation, Food, etc.)
940. Use efficient techniques to acquire and apply new knowledge and skills
941. Successfully complete core academic requirements for college entrance
942. Develop a career portfolio
943. Complete and submit financial aid packet
944. Complete a resume
945. Generate new and innovative ideas
946. Manage multiple priorities
947. Develop a work Portfolio
948. Deliver a 3 minute speech in front of group
949. Ask one question in every collaborative group situation
950. Make application to Colorado Vocational Rehab and complete intake process
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